자연주의적 탐구조사(Naturalistic Inquiry)

Anxiety Disorders and Phobias: A Cognitive Perspective

and distant from their actions. Children will not only match or imitate the pretend acts of other children but also attempt to recruit the partner to join their pretend play. These efforts are not routinely successful, but it is clear that children are beginning to understand that nonliteral meanings can be shared by partners. From 21 to 24 months, children engage in similar pretend actions in the context of broader joint activity. Attempts to recruit others into pretense are more frequent and more successful. Although children organize materials for sociodramatic play, there is little or no joint organization of the pretend play itself. Scripted joint play emerges from 25 to 30 months, and the assignment of social roles in play (e.g., doctor, mother, father, police officer) emerges shortly thereafter, from 31 to 36 months. At this point, children understand that nonliteral meaning can be shared and they can communicate these meanings effectively during pretense with partners.

Peer Relationships, Child Development, and Adjustment: A Developmental Psychopathology Perspective

Anxiety and Its Disorders: The Nature and Treatment of Anxiety and Panic

Co-ruminating, or excessively discussing problems, with friends is proposed to have adjustment tradeoffs. Co-rumination is hypothesized to contribute both to positive friendship adjustment and to problematic emotional adjustment. Previous single-assessment research was consistent with this hypothesis, but whether co-rumination is an antecedent of adjustment changes was unknown. A 6-month longitudinal study with middle childhood to midadolescent youths examined whether co-rumination is simultaneously a risk factor (for depression and anxiety) and a protective factor (for friendship problems). For girls, a reciprocal relationship was found in which co-rumination predicted increased depressive and anxiety symptoms and increased positive friendship quality over time, which, in turn, contributed to greater co-rumination. For boys, having depressive and anxiety symptoms and high-quality friendships also predicted increased co-rumination. However, for boys, co-rumination predicted only increasing positive friendship quality and not increasing depression and anxiety. An implication of this research is that some girls at risk for developing internalizing problems may go undetected because they have seemingly supportive friendships.

/pdf/prospective-associations-of-co-rumination-with-friendship-4xdkn7dmtl.pdf

Prospective Associations of Co-Rumination with Friendship and Emotional Adjustment: Considering the Socioemotional Trade-Offs of Co-Rumination

This study examined aggressive, depressed, and aggressive–depressed childrenr's peer relations from the children's own and from their peers' perspective. Participants were 819 fourth through sixth graders (50.2% girls) who were assessed twice during the same school year. Measures included children's aggression and depression, self-rated and peer-rated social acceptance, number of reciprocal friends, and self-rated and friend-rated friendship quality. Analyses revealed different patterns, depending on the perspective considered. Depression but not aggression was significantly related to difficulties with the peer group and with dyadic friends from the children's own perspective, whereas the opposite pattern was found according to the peers' view. The co-occurrence of aggression and depression entailed significant difficulties with peers regardless of perspective. The implications of these results for the links between children's aggression and depression and their interpersonal relationships are discussed.

Assessing aggressive and depressed children's social relations with classmates and friends: a matter of perspective.

This study examined (a) the links between children's overly positive perceptions about the relations with the peer group and with their best friend to subsequent behavioral, emotional, and social adjustment, and (b) whether these links are moderated by children's aggression. Using a short-term longitudinal design, the study was based on a sample of 819 4th- to 6th-graders (427 girls) from low to average SES families. Results showed that positive illusions about their social relations with classmates and with friends were related to an increase in children's peer-rated social preference and fostered the stability of children's dyadic friendships, regardless of children's level of aggression. In addition, overestimation of social competence with the peer group and overestimation of friendship quality were both related to a decrease in children's depressive feelings. Extreme overestimation as well as extreme underestimation of social competence with the peer group was also related to an increase in children's aggression. This latter result, however, was only true for children who were highly aggressive to begin with. The theoretical and practical implications of these results are discussed.

Is There a Dark Side of Positive Illusions? Overestimation of Social Competence and Subsequent Adjustment in Aggressive and Nonaggressive Children

The aim of this study was to examine the reliability and validity of a French version of the Revised Children's Manifest Anxiety Scale (RCMAS). A sample of 2,666 school-age French-Canadian children completed the questionnaire. With regard to factor structure, the 5-factor model found in U.S. normative samples was confirmed. The internal consistency of the 5 scales and of the 2 global scales was good to excellent. Test-retest reliabilities after a 6-month period were also similar to those of the original version. Finally, the concurrent validity, assessed by a correlation with the State-Trait Anxiety Inventory for Children, was also found to be good. Results of the present study show that the French version of the RCMAS is a good instrument to assess anxiety in children.

Reliability and validity of the Revised Children's Manifest Anxiety Scale in a French-Canadian sample.

Objective: In previous studies, patients with different psychiatric conditions, as compared with matched controls, have reported that their parents were more protective and less caring towards them when they were children. However, studies investigating associations between parental behaviours and anxiety disorders have yielded inconsistent results. The aim of this study was to compare recalled parental behaviours in out-patients with obsessive-compulsive disorder (OCD), in out-patients with panic disorder with agoraphobia (PDA), and in non-anxious controls.



Method: The sample included 43 out-patients with OCD, 38 with PDA, and 120 controls. Participants completed the Parental Bonding Instrument and the Egna Minnen Betraffande Uppfostran or Own Memories of Parental Rearing Experiences in Childhood.



Results: No differences were found between the two anxious groups. However, compared with the control group, anxious patients recalled their parents as more protective.



Conclusion: Our findings suggest that child rearing practices such as overprotection may be a risk factor in the development of anxiety disorders.

Recollections of parent–child relationships in patients with obsessive‐compulsive disorder and panic disorder with agoraphobia

The objective of this study was to examine the psychometric properties of a French version of the State-Trait Anxiety Inventory for Children (STAIC). The STAIC was administered to 288 French Canadi...

Lyse Turgeon

Papers

Assessing aggressive and depressed children's social relations with classmates and friends: a matter of perspective.

Is There a Dark Side of Positive Illusions? Overestimation of Social Competence and Subsequent Adjustment in Aggressive and Nonaggressive Children

Reliability and validity of the Revised Children's Manifest Anxiety Scale in a French-Canadian sample.

Recollections of parent–child relationships in patients with obsessive‐compulsive disorder and panic disorder with agoraphobia

Psychometric Properties of the French Canadian Version of the State-Trait Anxiety Inventory for Children.